NAVIGATING RESILIENT LEADERSHIP IN MANAGING INTEGRATED SCHOOLS: FROM THE PERSPECTIVES OF SCHOOL HEADS

Adminitration Management

This qualitative study explored the difficulties, coping strategies, and insight that influenced the school heads’ leadership journey as they managed integrated schools. To create inclusive and productive learning environments, the study sought to explore how school administrators handle the challenges of merging elementary, junior high, and senior high school levels. Eight participants shared their experiences through in-depth interviews, sharing their own insights of battling problems such as allocating scarce resources, conflicting administrative responsibilities, teacher shortages, and upholding solid stakeholder relationships. Participants used a variety of coping mechanisms despite these difficulties, such as group decision-making, proactive stakeholder communication, strategic resource management, and placing a high priority on staff development. These experiences emphasized the significance of resilience, adaptability, and visionary leadership in preserving school operations and enhancing student results. The results highlight how important supporting networks, inclusive policies, and emotional intelligence are in breaking down institutional challenges. To enable school heads to effectively lead integrated schools, this study emphasizes the need for improved leadership training, collaborative decision-making, strengthened community partnerships, and values-driven governance.

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